Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-25

IELTS Writing Task 1 question

The pie charts below show exports from various EU countries to India and China in 2000 and 2011.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

EU Exports of Goods to India and China in 2000 and 2011

Student answer (Band 5.0)

The pie chart analysis the information about , exports from EU countries to India and China in 2000 and 2011 . Huge change occur in those years that the mentioned in the following paragraph.

In 2000 , the most exports are coming to India from United Kingdom which is 29 % but in china the the most exports are given from the Germany which is 38% . While Germany give only 15% exports to the India . In addition united kingdom give 20% less exports to china than India . There are many countries which give exports to the India and the China . Austria , Belgium , Finland , France, Germany , Italy , Netherland , Spain , Sweden , United Kingdom and other countries give exports to the India and China .

In 2011 , the Germany is the country which gives most exports to the India and the China . Germany gives 25% and 48% exports to the India and the China respectively.

There are many differences that occurs in the exports that are given by EU countries to the India and the China from 2000 to 2011

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to address the prompt by reporting figures from the pie charts regarding EU exports to India and China in 2000 and 2011. However, the selection of data is somewhat limited and lacks a clear, overarching overview of the main trends. The student manages to highlight key data points, such as the UK leading in India in 2000 (29%) and Germany dominating in 2011 (25% for India and 48% for China), which satisfies the basic requirement of reporting main features. Nonetheless, the inclusion of a lengthy, unhelpful list of every single country mentioned in the charts ("Austria, Belgium, Finland, France, Germany... and other countries") detracts from effective data selection and summarization. To achieve a higher band, the response needs a more comprehensive overview and a better selection of salient comparative features rather than repetitive listing.

Coherence and Cohesion: Band 5.0

The text is divided into short paragraphs, but the logical progression and overall cohesion are hindered by mechanical and repetitive phrasing. Sentences often start abruptly, and cohesive devices are basic or misused. For example, expressions like "In addition united kingdom give 20% less exports to china than India" and the repetitive introduction of paragraphs ("In 2000...", "In 2011...") create a choppy reading experience. Furthermore, referencing is sometimes unclear, and the concluding paragraph merely restates the introduction rather than synthesizing the main trends. Paragraphing is attempted, but individual paragraphs lack internal cohesion due to disjointed sentence structures.

Lexical Resource: Band 5.0

The lexical range is limited and repetitive. The student continuously relies on basic vocabulary such as "exports", "gives", and "countries". There are also noticeable lexical and collocational inaccuracies, such as "the most exports are given from the Germany" instead of "come from Germany" or "originated in Germany", and writing "china" with a lowercase letter. Less common vocabulary is virtually absent, and word choices occasionally feel unnatural or awkward in an academic context. While the meaning remains mostly clear despite these lexical limitations, the vocabulary is insufficient to demonstrate the flexibility required for higher band scores.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of grammatical structures, relying primarily on simple sentences and basic relative clauses (e.g., "which is 29 %"). There are frequent grammatical errors throughout the text, including subject-verb agreement issues ("Huge change occur", "the Germany is the country which gives"), incorrect prepositions ("exports to India and China"), and missing articles ("in china the the most exports"). Punctuation and capitalization are also problematic, with random spacing around commas and lowercase country names. These frequent errors occasionally cause minor strain for the reader, placing the grammar firmly in the lower-intermediate range.

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